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Supporting Implementation of Evidence-Based Practices through Practice-Based Coaching
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Snyder, Patricia A.; Hemmeter, Mary Louise; Fox, Lise – Topics in Early Childhood Special Education, 2015
In active implementation science frameworks, coaching has been described as an important competency "driver" to ensure evidence-based practices are implemented as intended. Empirical evidence also has identified coaching as a promising job-embedded professional development strategy to support implementation of quality teaching practices.…
Descriptors: Coaching (Performance), Early Childhood Education, Preschool Teachers, At Risk Students
Supporting Implementation of Evidence-Based Practices through Practice-Based Coaching
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Snyder, Patricia A; Hemmeter, Mary Louise; Fox, Lise – Grantee Submission, 2015
In active implementation science frameworks, coaching has been described as an important competency "driver" to ensure evidence-based practices are implemented as intended. Empirical evidence also has identified coaching as a promising job-embedded professional development strategy to support implementation of quality teaching practices.…
Descriptors: At Risk Students, Best Practices, Coaching (Performance), Comparative Analysis
Preparing Early Childhood Educators to Address Young Children's Social-Emotional Development and Challenging Behavior: A Survey of Higher Education Programs in Nine States
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Hemmeter, Mary Louise; Santos, Rosa Milagros; Ostrosky, Michaelene M. – Journal of Early Intervention, 2008
This article presents results from a survey of faculty members from 2- and 4-year higher education programs in nine states that prepare teachers to work with preschool children. The purpose of the study was to determine how professors address content related to social-emotional development and challenging behaviors, how well prepared they believe…
Descriptors: Higher Education, Behavior Disorders, Graduates, Preschool Children
Evaluating the Impact of the STEPS Model on Development of Community-Wide Transition Systems.
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Rous, Beth; Hemmeter, Mary Louise; Schuster, John – Journal of Early Intervention, 1999
A study investigated effects of training related to using the Sequenced Transition to Education in the Public Schools model (STEPS) on the development of community-wide transition systems. Seven teams composed of public schools, Head Start, and early intervention representatives were trained. Change occurred as a result of the training. (Author/CR)
Descriptors: Agency Cooperation, Change Strategies, Community Programs, Disabilities